ISSN 2239-978X
ISSN 2240-0524
Journal of Educational and Social Research
MCSER Publishing, Rome-Italy
Vol. 4 No.1
January 2014
How to Integrate ICT with Didactic Learning Approaches
Dr. Eva Cipi
University Ismail Qemali of Vlora Albania
eva.cipi@univlora.edu.al
Doi:10.5901/jesr.2014.v4n1p325
Abstract
This paper is focused on studying ICT use in education framework. The purpose is to identify some typical challenges and
issues related to didactic teaching in order to discover ICT tools that could be effectively used in didactic teaching. After
analyzing traditional didactic approaches and well-known methodologies like constructivism, we will recommend appropriate
ICT resources to enhance didactic teaching in specific classroom scenarios.
1. Introduction
This work is focused on the effectiveness of alternative teaching and delivery modes. One of the key findings (indeed to
some extent there is already evidence) in this field will be a better appreciation of the importance of personal
intermediation in education, for a host of reasons. These include the communication of values, indications of significance,
and the generation of motivation. Ultimately, the education sector will settle in to a new dynamic balance, with an
identifiable multimedia strand or stands, as one and only one amongst other strands of educational activity.
Constructivism will be special topics discussed here being the dominant research program in science education, and it
continues to generate new research and insights. Technological advancement in the field of information and
communication technologies (ICT) was rapid during the first decade of the new millennium. The use of computer in the
learning process using multimedia and ICT is one of the most exciting developments. The term multimedia means to
communicate in more than one way.
Multimedia is the use of several different media e.g. text, audio, graphics, animation, video, and interactivity, to
convey information. Educational multimedia is understood to be multimedia which provides learning resources by using a
variety of media in an integrated way for the purpose of instruction. The use of multimedia technology has offered an
alternative way of delivering instruction. Interactive multimedia learning is a process, rather than a technology, that
places new learning potential into the hands of users. Information on the design and use of multimedia characteristics are
not available as a coherent body of literature. Educators should have access to appropriate ways to design software
packages that will take advantage of multimedia capabilities without losing the focus on the user's needs or the content
being presented.
2. Didactic Learning
Didactic Learning is based upon four tenets: meaningful learning is more than accumulating knowledge; knowledge and
skills are linked; learning requires far transfer, being able to apply principles to a new situation; and cognitive load,
transfers between long-term memory and working memory are unlimited (recall), but transfers between working memory
and long-term memory (learning) are limited because working memory (seven unique pieces held for 20 seconds) can be
easily overloaded [1]. Behaviorists and direct instructors believe knowledge can be transferred, so they divide learning
into small chunks from the simple to the complex. Constructivists believe knowledge cannot be transferred, but must be
constructed by the individual, so they use open-ended questions to let learners construct their own answers (cognitive
constructivism) and group discussions on answers to correct misconceptions (social constructivism). But an instructional
approach must only be as complicated as necessary to achieve learning [2].
All learners try to leverage prior learning to complete tasks regardless of the complexity of answers, until the prior
learning does not work or they find a better way. Failure to complete tasks does not mean learners are motivated to learn
and they can choose not to learn for any reason: not important; too difficult; or differs from their world-view. If the learner
does not perceive the material is important, the learner will use memorization, which is easily forgotten.
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ISSN 2240-0524
Journal of Educational and Social Research
MCSER Publishing, Rome-Italy
Vol. 4 No.1
January 2014
Fig.1. Learning process
3. Didactic and Constructivist Methodologies
Didactic teaching aims to transfer selected knowledge effectively from expert ( in this case is a teacher) to the learner( is
a student) Teacher explains how something works or how it is done. He enables students to solve problems on their own.
In advance, teacher stimulates students’ critical thinking, reflection and creativity. Constructivist learning is focused on
helping students construct knowledge by themselves and through interactions with each other. Using this methodology,
the teacher help students build knowledge and understanding from within. Another side is that this approach provides
opportunities to practice new information. Students’ ability is accessed in order to recall and copy a given model.
3.1 Constructivist model versus Didactic Teaching
Some educators call for drastic educational reforms leading to skills development to meet the needs of technology – rich
21-st century. Others raise concerns that students today don’t accumulate enough ‘real’ knowledge. They can’t recipe
poetry or name all the largest rivers in the world, for example.
What is the right approach?
The solution lies in combining both pedagogical methods in different quantities to suit the situation and goals.
Developing skills without a reference framework of acquired knowledge is difficult, as is working with pre-selected
knowledge without the skills to extend it independently.
3.2 The teacher’s role
The biggest challenge in a didactic classroom is the teacher's role. The teacher 'owns' the lesson and is responsible for
achieving learning objectives.
Table1. The Didactic Classroom
What the Teacher Does
What the Students Do
Identifies desired learning outcomes and selects tasks accordingly Follow the teacher's plan and do pre-selected tasks as
required
Presents information (for example, how osmosis works in plant Read, watch, or listen to new learning content
cells or why smoking is bad for you)
Models procedures or techniques (for example, how to conduct an Observe and then copy or imitate
experiment or calculate a percentage)
Orchestrates activities and manages behaviour
Do as told (or not)
Asks questions to check understanding and recall of information
Recall the information they received to answer questions
Selects assessment foci and creates assessments to check Prepare for assessment by revising previously learned, preunderstanding and recall
selected information
Feeds results and comments on performance back to students Listen to or read feedback and (possibly) try again
(through marking or verbal comments)
The teacher's role includes:
• Detailed planning including differentiation by outcome, task, and ability
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•
•
•
•
•
Preparing and/or selecting teaching resources
Running the lesson as planned
Preparing, organising, and marking assessments
Evaluating progress and identifying next teaching steps
Reporting to parents, the school, and/or the government
Teachers have the same roles within a constructivist pedagogical approach. The main difference is that the
students are actively involved in each one as part of their social, emotional, and technical skills development.
4. Hardware Tools
How can ICTsupportdidactic teaching and learning tasks?
Projector called also a compujector, teacher can use a data projector, coupled with loudspeakers to share what’s
on your computer screen with the class. The main benefit is enhanced visibility and audibility for a larrger audience.
A visualisier called digital presenter or digital camera on an arm above a desk and connect it to a data projector
to share non digitised items. Main benefits are enhanced visibility of non-digitised content, opportunity to capture still
images or videos and storage of images or videos for later referencies or revision.
A USB microscope can be used to share microscopic images with the class. So it is possible to enhance the
visibility and have the opportunity to capture still or video images.
Handheld voting device is used to collectresponses from multiple students and link them to presentation
software using for example Microsoft PoerPoint Add-in. This device can facilitate direct student involvment in order to
allowstudents to control part of presentation and contribute answers. The impact is in increasing accountability,
motivation and engagment
Fig. 2. Hardware tools used in didactic learning
Wireless mouse, keyboard or tablet is used to control the PC from a distance. Main benefit is that device allows teachers
to move freely in the class, improving classroom management. Another benefit s that can involve students directly, as
they can click or type answers questions. An interactive whiteboard is used to control what’s on the screen from
projection area. That allows students to interact with the presentation in a fun way. Teachers can move away from their
computer. The whiteboard offers multiple users the option to interact with the screen simultaneously, facilitating
collaboration and competition.
5. Software Tools
Didactic teaching and learning can be supported by different software tools.
5.1 Multimedia presentation tools
Tools such as Microsoft PowerPoint are useful for creating slideshows incorporating text, images, audio, video,
spreadsheets, and hyperlinks to web, transitions, and movement of components on screen. Through these tools it is
possible to combine different media caters students’ different learning preferences, or make attractive design draws and
retains attention.
5.2 Interactive tools
Tools such as Microsoft Mouse Mischief (a PowerPoint add-in to collect students’ responses through multiple mice
connected to the teacher’s computer) allow multiple students to interact with a presentation, even with only one
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classroom computer.
This approach enhances direct student involvement, allows a student to control parts of the presentation and
contribute answers. Another opportunity is that this tool increases accountability, motivation and engagement.
5.3 Productivity tools
Microsoft Math Worksheet Generator and Microsoft office Suite are useful for creating different documents like letters,
worksheets, presentations and spreadsheets. These can be used to create models, visualizations, assessments, or
hand-outs, such as worksheets, tests, flowcharts and information sheets. Math and Chemistry add-ins for MS word offer
different ways to teach these subjects. It is possible to create professional looking documents, to incorporate multiple
media or to produce presentations that can be spell-checked. Adapted and shared electronically with students,
colleagues and parents.
Fig 3. Software tools used in the didactic learning process
Other tools are grouped in:
Photo and video editing tools,
Research tools,
Communication tools,
Accessibility tools,
Assessments tools,
The technology has had little real impact upon education. Although the personal computer and the internet are old,
less than 20 years, information and communication technology (ICT) has changed our life. We live, work and
communicate using ICT. The purpose of this paper is to examine the role of technology in education and how to integrate
it as an effective t
6. New School Organization - Interactive Technologies
Courseware. Courseware refers to educational applications within an online lesson (e.g. multiple choice quiz (MCQ), “fillin-the-blank” activity). Interactive demonstrations of the concepts under study; consolidate or test knowledge.
Tutorials. Interactive tutorials mimic situations representative of the actual setting in which learners are able to
apply problem-solving skills in accomplishing the tasks as if they had been in the actual environment. Interactive
demonstrations of the concepts under study prepare students for real world learning activities; opportunity for refining
skills improved; time on task in lectures improved.
Virtual worlds. Virtual worlds refer to interactive simulated 3D virtual spaces in which many users can participate.
Currently the most popular virtual worlds in use in education are Second Life. Students freed from the need to be situated
within the real environment can learn and receive feedback while interacting within recreated 3D environments such as
museums, historical events, crime scenes, hospital wards, chemistry labs.
Virtual labs. A virtual lab is a virtual world within which students can engage specifically in science lab activities
such as microscopy or compound synthesis. Aids student preparedness; time on task in real lab setting improved;
encourages authentic inquiry (data gathering, synthesis); fosters critical thinking skills.
Virtual field trips. A virtual field trip is a virtual world within which the student takes part in an exploration or
expedition such as of a volcano, Stonehenge or a dairy farm. Active, student-centred learning facilitated. Virtual field trips
provide project-based learning environments that support exploration and discovery, foster curiosity and raise awareness
for issues students are often detached from.
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Simulations. Simulations refer to safe virtual environments that provide users with real-life situations to practice
skills. Simulations support exploration otherwise inaccessible because of risk or cost (e.g. flight simulator, combat zone,
and earthquake).
6.1 Emerging Technologies
In a period of rapid developments in wireless local area networks (WLANs), increasing networking speeds, refined
screen technology and software trends, it is difficult to accurately choose and expand upon those new technologies that
may one day prove most influential in education. Of the five emerging technologies below: wireless, m-learning and
podcasting have been chosen as emergent technologies of not yet widespread applications but for which pilot studies
promise more accessible, flexible and active learning experiences. Educational gaming and augmented realities are at
earlier stages still in their educational applications and hence only introduced briefly.
Wireless and m-learning. Wireless and m-learning (short for mobile learning) refer to internet technologies that
support online teaching and learning applications with access via mobile devices or wireless networks rather than cablebased networks. Wireless and m-learning are not yet established as mainstream practice in higher and further education,
but increasingly mobile devices used together with wireless networks will break down further barriers to deliver
educational content, enabling multimedia experiences from anywhere and at anytime. There is some dispute over what
exactly constitutes a mobile device. Most commonly mobile devices include mobile phones, the hand held devices,
personal digital assistants (PDAs) and personal media players (e.g. Apple iPods, iPad, MP3 Players). Mobile devices
themselves are increasingly diverging into hybrid devices which integrate multiple functions (e.g. smart phones, which
include video capture functions).
Podcasting. Podcasting is the method of distributing multimedia files, such as audio programs or music videos,
over the Internet for playback on mobile devices and personal computers. Podcasting supports mobile learning –
students can listen to a lesson outside the classroom, on a bus on their way home from classes.
Augmented realities. An augmented reality is created by merging virtual images with the real view. In other words
graphics, audio, or text is superimposed on a real world environment such as every night on the news meteorologist s
weather map. Augmented realities have been piloted to assist surgeons during operations and soldiers train for war. In
education the PDA has been identified as a cost-effective platform for augmented realities.
Educational gaming. Educational games can provide a safe, fun environment for students to learn. Online games
immerse students in the material within a competitive or challenging context motivating them more to learn, and
encouraging students to learn from their mistakes. Despite these Advantages of using educational gaming has only
recently gained recognition by academics as a potentially effective means of facilitating comprehension and knowledge
retention. Figure 1 present same of multimedia elements.
7. Constructivism is an Instructional Strategy
Involves collaboration between instructors, students and others (community members), tailored to needs and purposes of
individual learners, Features active, challenging, authentic and multidisciplinary learning. Constructivism can help
students, pursue personal interests and purposes, use and develop his or her abilities, build on his or her prior
knowledge and experiences, develop lifeǦlong learning. Constructivism encourages instructors to provide for each
student’s preferred learning style, rate of learning and personal interactions with other learners. Also, it adapts teaching
to address students’ suppositions and development and assess student learning in context of teaching. At the end, the
constructivism shifts emphasis from teaching to learning, individualizes and contextualizes students’ learning
experiences, helps students develop processes, skills and attitudes.
It considers students’ learning styles and is focused on knowledge construction, not reproduction, uses authentic
tasks to engage learners, provides for meaningful, problemǦbased thinking, requires negotiation of meaning and
reflection of prior and new knowledge. It extends students beyond content presented to them. To Papert, projecting out
our inner feelings and ideas is a key to learning. Expressing ideas makes them tangible and shareable which, in turn,
informs, i.e., shapes and sharpens these ideas, and helps us communicate with others through our expressions. The
cycle of self-directed learning is an iterative process by which learners invent for themselves the tools and mediations
that best support the exploration of what they most care about. Learners, young and old, are “word makers,” The
difference, is in 3 things:
• In the role such external aids are meant to play at higher levels of a person’s development,
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January 2014
•
In the types of external aids, or media, studied (Papert focuses on digital media and computer-based
technologies) and more important,
• In the type of initiative the learner takes in the design of her own “objects to think with”.
To Papert, knowledge, even in adult experts, remains essentially grounded in contexts, and shaped by uses, and
the use of external supports and mediation remains, in his mind, essential to expand the potentials of the human mind—
cat any level of their development. Papert’s constructionism, in other words, is both more situated more pragmatic than
Piaget’s constructivism.
8. Case Study: Robot in Classroom
Using technology, is not particularly complicated and costs are low, as the constructional kit Lego Mind Storms that
contain, together with the traditional elements construction (beams bricks mechanisms transmission of the movement,
etc.) the RCX, the Brick Special that acts as an interface and / or from "brain electronic ", sensors and software
programming.
The RC X is a real programmable computer and can be used to create, build, program real robots and automated
construction. A device infrared connected to the computer allows the communication with the RCX. By means of the
sensors (of contact, light, temperature), the RCX receives information from the external environment, processes the data
and received by the actuators, set the actions that must activate the robot motors, lamps, ring tones, acting, therefore, as
expected from the programming. In fact, the robot's behavior is governed by a program running RCX and realized by the
software ROBOLAB (which also has a data-logging environment for on-line, graphs, etc.) or NQC.
Fig. 4. RCX Robot software interface
Robotics approach is a learning environment oriented to technological experimentation and scientific conclusions. Every
school can start a Lego robotics kit with some involving second classes. The results will be very positive. There will be a
significant participation of children, with excellent results in terms of the commitment and the development of skills
cognitive and practical-operational. Of particular relevance of education and teaching is the finding that many students
with deficiencies in basic instruments and also problems of type behavioral and relationship to express their positive,
demonstrating skills and continuity of work, even managing - sometimes with very encouraging results - to identify and
developing solutions in hardware (structural changes) and software (need to correct or improve the program) in robotics
projects.
9. Conclusions
Technology and multimedia will undoubtedly open up new opportunities for educational activity, and new forms of
delivery. However, this opportunity will only be exploited as part of the wider scale changes in education and training. In
general technology will supplement the existing conventional structures in education, especially over the time scales of
the present study.
The powerful position of existing educational institutions and their important non-teaching roles will dampen down
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changes in the overall sector. It may bring about collaborations between commercial educational system developers and
educational certification agencies, but this will be to reduce existing rigidities. Technology will certainly enable the
opening up of the education system, but it may reduce the opportunities for many people to experience learning in a real
institution. It will provide a vehicle for exploring more comprehensively than hitherto the learning process and its
ingredients. My aims within this assignment were to look at whether hardware and software tools could be used as a
constructivist tools to help enhance young children’s knowledge. The evidence would certainly indicate that the model we
will show is an excellent tool for use within the classroom. Introducing Roamer into mathematics lessons can provide
opportunities for investigation encourage mathematical discussion and generally make mathematics more practical and
enjoyable. Other researchers summarized their belief in the use of LOGO in the classroom: We believe that the ability to
take responsibility for one’s actions, to take risks and see what happens, to experiment and find out for oneself, are all
crucial elements for effective learning, that is, learning that can be used flexibly and creatively at a later date. Roamer is
a hardware that can help to provide that flexibility.
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